You Can't Have It All: Faculty and Student Priorities in the Online Classroom.
- Resource Type
- Article
- Authors
- Steele, John P., ; Dyer, D., ; Mandernach, B. Jean,
- Source
- International Journal for the Scholarship of Teaching & Learning; May2023, Vol. 17 Issue 1, p1-9, 10p
- Subject
- Virtual classrooms
Psychology of students
Student evaluation of teachers
Online education
Active learning
- Language
- ISSN
- 19314744
While potential teaching activities in the online classroom are unlimited, an instructor's teaching time is not. As such, it is essential that online instructors prioritize limited time to instructional strategies that have the greatest impact on student learning. A survey of 413 faculty and 2386 students examined faculty and student perceptions about instructional components or strategies that have greatest impact on student learning in the online class- room. Findings revealed significant differences in faculty and student perceptions with faculty giving the highest value ratings to non-instructor generated content and students prioritizing text-based instructional content (regardless of source). Overall, faculty tended to place more value on instructional components compared to students. Students rated faculty interaction and feedback as the most valuable component of their online learning experience. Findings explore how institutions can utilize teaching supplements to support faculty's desire to provide content so that instructional time can focus on interaction and feedback. [ABSTRACT FROM AUTHOR]